San Jose Community College

San Jose, Malilipot, Albay

College of Education
2nd Semester S.Y. 2024-2025

Cognate ELECTIVE 2
(Remedial Instructions)

JOSUE M. BERAQUIT
Instructor
[email protected]

Cognate ELECTIVE 2 (Remedial Instruction in English) Module 1

 REMEDIAL INSTRUCTION IN ENGLISH

- Intended for students who, for one reason or another, have fallen behind the rest of the class.
- At the beginning of a remedial course, the teacher has to assess with care the strengths and
weaknesses of her students. The remedial class teacher is expected to pay greater attention
to individual weaknesses and needs.
- The ultimate aim is to help such students learn to the best of their ability and to bring them
back into the mainstream classes as far as possible. (Handbook on Remedial Teaching in
Secondary Schools, 1997)

Objectives of Remedial Teaching (Education Bureau in Hongkong, 2007)

 To provide learning support to pupils who lag far behind their counterparts in school
performance. By adapting school curricula and teaching strategies, teachers can:
 Provide learning activities and practical experiences to students according to their
abilities and needs.
 Design individualized educational programmes with intensive remedial support to help
pupils consolidate their basic knowledge in different subjects, master the learning methods,
strengthen their confidence and enhance the effectiveness of learning.
 Provide systematic training to develop pupils' generic skills: interpersonal relationship,
communication, problem-solving, self-management, self-learning, independent thinking,
creativity and the use of information technology

Principles of Helping Pupils with Learning Difficulties

Teaching preparation
Before preparing for their lessons, remedial teachers should identify pupils' diverse learning
needs as soon as possible so that they may design appropriate teaching plans to facilitate pupils'
effective learning.

Devise various learning activities

Since pupils have different characteristics in learning, teachers must devise different learning
activities with
the same teaching objective to develop pupils' varied abilities and skills in problem solving. It is
more effective for teachers to adopt a series of relevant and simple teaching activities than
assigning one long teaching activity since pupils may acquire the required knowledge and skills
through diversified activities.

Design meaningful learning situations

Remedial teachers should specifically design meaningful learning situations, language
environments (especially for English subject), games or activities so as to provide personal
learning experiences for pupils and stimulate their interest and initiative in learning.
Teaching approaches
Teachers should give concrete examples before proceeding to abstract concepts by way of simple
and easy steps at a pace in line with the learning abilities of students. Teachers may teach new
concepts from different perspectives by various approaches so that pupils can grasp the ideas
through meaningful and repeated illustrations. Teachers should encourage pupils' active
participation by more frequent use of teaching aids, games and activities. They can also make
use of information technology and all the teaching resources available to help pupils understand
the main points.

Provide clear instructions

Pupils with learning difficulties are less competent in understanding written language.
Therefore, remedial teachers should give pupils short and clear instructions to avoid confusion.
They must explain clearly the arrangement of each learning activity. If necessary, they may ask
pupils to repeat the steps of activities so
that every pupil may understand the instructions.

Cognate ELECTIVE 2 (Remedial Instruction in English) Module 1

Summarize the main points
At the course of teaching, teachers should always sum up the main points in teaching and write
the key phrases on the board to enhance pupils' audio and visual memories. Teachers can guide
their pupils to link up the knowledge they learn from class with their life experiences so as to
enhance the effectiveness of learning. Besides, guiding pupils to repeat the main points in
verbal or written form is also an effective way of learning.

Enhance learning interest and motivation

Suffering from frequent frustrations in their work, pupils with learning difficulties may gradually
lose their interest in learning. Therefore, teachers should adapt the curriculum to meet the
needs of pupils. With lesser pupils in the IRTP, teachers can design interesting activities coupled
with reward scheme to stimulate pupils' interest. It is most important to help pupils overcome
their learning difficulties so that they may gain a sense of achievement and recover their
confidence and interest in learning.

Encourage pupils' active participation in class activities

Pupils with learning difficulties usually lack self-confidence and are more passive in class. They
seldom ask questions or express their views. Remedial teachers should patiently encourage active
participation in class. Pleasurable learning experiences may help enhance pupils' interest in
learning.

Focus on the learning process

Teaching should not only focus on the transmission of knowledge. It is also important to see
that pupils are benefited from the entire learning process. Teachers should provide ample
opportunities in class for pupils to practice and think what they have learnt, and allow them to
solve problems by different means. Teachers should also carefully observe the performances of
pupils and give them appropriate assistance, feedback and encouragement so as to help them
acquire the learning skills, solve their problems and understand their own capability, thus
enhancing self-confidence and improving their learning skills.

Show concern for the performances of individual pupils

Pupils may encounter different problems in their studies, therefore, teachers should carefully
observe the learning process of individual pupils in class. Whenever necessary, they should
provide individualized remedial teaching before and after class, during recess or lunchtime, so
that they can remove their learning obstacles as soon as possible. When marking
assignments, teachers should take note of the common errors of pupils and deliver the correct
concepts and knowledge to them promptly.

Organization of the Remedial Classroom

A. Curriculum
 Base goals and standards for language learning on theory and research.
 Relate teacher beliefs and knowledge about instruction to research.
 Organize the curriculum framework so that it is usable.
 Select materials that facilitate accomplishment of school goals.

B. Instruction
 The program must identify instructional strategies and activities for learners.
 Instruction must be based upon what we know about the effective teaching of language
skills.
 Those involved in designing or selecting instructional activities need to consider the
variables that contribute to success in language learning, given its interactive and
constructive nature.
 Time must be provided in the classroom for practice.
  Composing should be an integral part of the program.
 Students should be given opportunities to become independent and to self-monitor their
progress.
 The climate in a school must be conducive to the development of students.

 The school must develop an organizational structure that meets individual needs of
students.
 The program must provide for coordination among all language programs offered in the
school.

C. Assessment
 Use assessment to guide instruction
 Develop scoring guides and rubrics
 Seek alignment among various layers of assessment

Management of the Remedial Classroom

School-based remedial sessions tend to involve 3-10 learners, and typically last between
30-50 minutes, depending on whether they are in the elementary or secondary level.

6 Components of Remediation

1. The orientation component

Provides continuity and focus to the remedial session. It may be an engaging question
or statement related to local or national news, or even school life. It must focus on
structured routines, materials, equipment, venue, people involved, and the objective of the
program.

2. Direct Instruction component

Instructional heart of the remedial session. It should never be traded away, even for
one period, without some compelling reason.

3. Reinforcement and Extension component

This period of time ideally should build on the direct instructional period and be spent
in empowered reading, writing, and discussion of what was read. Writing activities may vary
from simply listing key words to summarizing and reacting.

4. Schema-Enhancement Component
This unit of time should be spent in building a knowledge base for further reading
and independent thinking. It is an ideal time to teach study skills such as outlining, note
taking, and memory training. Ideally, it should flow or precede Component 3.

5. Personal-Emotional Growth Development

There is little learning or consequence that can occur without the learner involvement
and anticipation of personal progress.

6. Cognitive Development Component.

This component should contain an attempt to enhance basic thinking operation such
as: inference, abstract verbal reasoning, analogical reasoning, constructive-critical/ creative
reading, convergent and divergent analysis, problem-solving, and metacognition